This study measured teachers' perceptions about the important elements of the pre-and post-observation conferences within one school district in a US state. Overall, respondents valued the post-observation conference more than the pre-observation conference and identified trusting relationships, constructive feedback, reflection and areas of improvement as important principal responsibilities. Teachers valued discussions about how students would be assessed in the pre-observation conference. In the post-observation conference, respondents perceived constructive feedback delivered by principals as most important. Initial contract teachers believed seven variables influenced their reflection on practice. Yet tenured teachers perceived two variables as influential on their reflection on practice.

The goals for this qualitative study were to examine principals’ perceptions regarding their own supervision and evaluation. Two research questions guided the qualitative inquiry: (1) What are the greatest strengths of your own supervision and evaluation? and (2) What recommendations would you give to superintendents to improve your own supervision and evaluation? The study used an online tool to gather perceptions from principals regarding their own evaluation and supervision. Participants solicited included 275 principals from elementary, middle, or high schools, in a mountain west state. Out of the participants solicited, 95 principals agreed to participate (35% response rate). The emerging themes for the first research question were (1) trust and communication and (2) goal setting. The emerging themes for the second research question were (1) regular observations with feedback and (2) components to improve supervision and evaluation. Results from this study provided implications for those who supervise principals, as well as for those who train superintendents.

The goals for this mixed methods study were to examine superintendents’ perceptions regarding their own supervision and evaluation of principals in a rural state. Five research questions guided the mixed methods inquiry. An online survey tool was used to gather perceptions from superintendents regarding their own evaluation and supervision of principals. Participants solicited included all 48 superintendents from a rural Mountain West state. Out of the participants solicited 23 superintendents agreed to participate (48% response rate). Results from this study provided implications for those who train superintendents and those who supervise and evaluate principals.   Keywords: superintendents, principal supervision, principal evaluation, principals

This study examines the perspectives of Wyoming instructional facilitators, concerning three coaching constructs-namely, their instructional leadership roles, teachers' instructional practices, and the support that they receive from principals and teachers. Findings suggest that instructional facilitators were positive about their instructional leadership roles and about the support received from principals yet were neutral concerning teachers' autonomy about instructional practices. Instructional facilitators highlighted their roles in mentoring, coaching, and data analysis. Significant differences were found concerning the perceptions of technology instructional facilitators and high school instructional facilitators about their leadership roles, teachers' instructional practice, and support received from principals.

Cyberbullying has been identified by school leaders and researchers as one of the most serious adverse consequences of incorporating information technology into the classroom. This article examines the legal status of cyberbullying by conducting an analysis of selected federal appellate court opinions. This analysis identifies a set of legal considerations that school leaders must attend to in confronting cyberbullying in order to protect students, teachers, and the interests of the school district. The article concludes with recommendations to district and school leaders before and during investigations of off-campus cyberbullying.The growth of computer and information technologies and the creation of products and services incorporating these innovations have brought many benefits to public education. However, the consequences have not all been positive. Specifically, the development of new products and services has also provided avenues for negative student behaviors that pose new challenges to school leaders and teachers. One of these negative consequences is bullying behavior carried out through the use of computer and information technologies or, as it is more commonly referred to in schools, cyberbullying. Cyberbullying is on the rise in schools and managing this growing